Successful Active Classroom Activities: Assessment of Effectiveness jv Julia VanderMeer, PhD Marieke Kruidering, PhD Katherine Hyland, PhD University of California, San Francisco

Workshop materials are available online at http://juliavandermeer.populr.me/wgea

Creative Commons License jv

Workshop Goals Identify successful elements of an active learning session Assess the effectiveness of an active learning session mk “Learning” by Becris/ CC

Overview 9:15-9:25 Introduction & Rationale 9:25-9:35 SG1:Elements of successful AL SG2: Evaluating AL effectiveness Evaluation Rubric View video clip & Evaluate Large group/ Small Group Report Back / Discussion Wrap up/Check-out 9:15-9:25 9:25-9:35 9:35-9:55 9:55-10:05 10:05-10:30 10:30 - 10:40 10:40-10:45 Intro = each introduce self, julie introduces web site Goals+ overview (3-4) = MK Rationale (slides 5-11) = KH BS1 - Elements of AL (12) = KH BS2 - Evaluating effectiveness (13-14) = JV Rubric intro and background (15) = JV Exercise 1 (16) = MK (try for 15 min) Exercise 2 (17) = KH Report back (18) = KH Check out (19) = MK

Why use Active Learning? Enhanced understanding & retention Elevate level of learning: application, problem solving, transfer knowledge Online materials allow for asynchronous learning edit Icon by Duke Innovation Co-Lab/public domain

Active Learning helps students progress through stages of learning Behavior Does Shows How Cognition Knows How ACTIVE LEARNING, allows learners to process information, synthesize and apply it, - to progress through the “stages of learning” and be ready to use that information in practice. illustrated here in Miller’s Pyramid (as known in educational literature) are the (4) phases of the learning process. gives a framework for teaching and developing courses – need to progress through the different stages in order to master the content The first two phases - knows and knows how - are cognition based, the 2nd two phases, shows how and does, are behavior based A course/program should incorporate all 4 stages and move the learner up the pyramid, so the knowledge is completely integrated and can serve as the basis to learn new material Small group learning allows students to apply what they learned in lecture and in readings etc, and shift from the cognitive domain to the behavioral domain - allows them to SHOW HOW to their classmates, and be able to DO on their own (e.g. in clinic) (See one, do one, teach one!) Knows Miller’s Pyramid Liz Armstrong, Harvard Medical International, & Crossley J, Humphries G, Jolly B. “Assessing Health Professionals” Med Educ 2002; 36:800-804.

Do you currently use any active learning in your teaching? Poll Everywhere: Do you currently use any active learning in your teaching? Yes, I routinely use AL techniques Yes, I’ve tried using AL once or twice No, I have not yet used AL techniques, but plan to do so No, I do not plan on using AL techniques Poll Everywhere

Notes from session: Do you use active learning? responses

Poll Everywhere: What techniques have you used in your teaching? Free-write for 30 seconds Share your favorites in the poll [free response]

Notes from session: What active learning techniques do you use Notes from session: What active learning techniques do you use? responses

A Spectrum of Activities… Think/Pair/Share Muddiest Point Audience Response System Defining Features Matrix Cases Problem Based Learning At this point we are 30 min in .. Van Amburgh JA, Devlin JW, Kirwin JL, Qualters DM. A Tool for Measuring Active Learning in the Classroom. American Journal of Pharmaceutical Education. 2007;71(5):85.

Brainstorm 1 (in groups of 3-4) 5 minutes discuss, 5 minutes share back What are the outcomes of a successful Active Learning session? What challenges prevent success? Ten minutes & ten so now we are 50 minutes into workshop

Notes from session: Brainstorm 1 – What are the outcomes of an successful active learning session? responses

Brainstorm 2 (in groups of 3-4) What aspects of Active Learning would you want to evaluate? Consider Before, During and After the classroom session Write each aspect on its own post-it note Based on your vision of a successful AL session, or your experience with potential pitfalls, brainstorm in your groups of 3-4: Consider how you would assess a successful AL session, and what aspects of AL would you want to specifically evaluate?

Place your sticky notes under the appropriate categories: Learner preparation and accountability  Content level and Scaffolding Supporting and assessing learning “Exercise” by Creative Stall, PK/CC

Notes from session: Brainstorm 2 – What aspects of an active learning session do you want to evaluate? responses Learner Accountability and Preparation: Student time – efficient? Productive? Teamwork Level of participation Appropriateness of pre-class work # of students doing other things (phones, etc.) How they engage with the pre-course material, is it effective learning Degree of preparation (x2) Pre-work, what is the value? Time required for prep: does input (prep work) equal or exceed output? Degree of engagement (individual & across groups)

Notes from session: Brainstorm 2 – What aspects of an active learning session do you want to evaluate? responses Content and Scaffolding: Faculty comfort Student satisfaction with content and delivery Assesment alignment with open ended content Quality of preparation materials (x2) Consistency between evaluation tools and methods of teaching Degree of teamwork Where are the knowledge gaps

Notes from session: Brainstorm 2 – What aspects of an active learning session do you want to evaluate? responses Assessing and supporting student learning: Learning – short term, long term, application Using milestones model to give feedback A continuum Formulate evaluation feedback to introduce to develop Efficiency Survey student satisfaction Survey faculty satisfaction Quality of feedback to and amongst students Perceived added value of flipped activity over traditional lectures Hoe does learning in one active session connect/prepare learners for other learning Learner fun/engagement (x2)

Highlights from published AL evaluation rubrics How much time with students speaking? Alignment to course assessment Blooms level - high level versus low level Explicit connection to prior knowledge Students explain answers and logic Feedback on answers (correct & incorrect) Accountability (points; attendance, projects) julie

Lets use our tool! Exercise 1 Example of weekly wrap-up session from Renal course Integration of physiology, biochem, pharm View short video clip – available on web site Use rubric to assess the in-class interactions (in your groups) MK “Co Creation Workshop” by Yu Iuck, KR/ CC

Using the assessment rubric – Exercise 2 Mendelian Genetics TBL Review powerpoint Use rubric to assess (in your groups) Note: The full powerpoint for this exercise will not be available online after the WGEA meeting to keep the content hidden for future classes. The overview and video clip will remain online. “Participatory Workshop” by Yu Iuck, KR/ CC

Report back Were you able to effectively evaluate the session? What else would you need? How did your team rate this session? What was easy to evaluate? What was most useful in the rubric? Lessons learned? JV

Notes from session: Suggestions of other areas to add to rubric Is the instructor flexible in the teaching plan and able to adjust the level of the content up or down according to how the class responds to questions? Is the session meeting students’ learning needs? Beyond alignment to learning objectives, is it a format that suits the content?

Check-out What is one thing you learned from this workshop that you’ll bring back to your institution to apply? “Checked” by Gregor Cresnar/ CC

Be ACTIVE In your Teaching!! Thank You! Be ACTIVE In your Teaching!!